CLIL and EMILE refer to any dual-focused educational context in which an additional language, thus not usually the first language of the learners involved, is used as a medium in the teaching and learning of nonlanguage content.

Compiled and authored by David Marsh, University of Jyväskylä, Finland.

− Introduction− Which Methods?− Which Learners?− Which Age?− What Exposure?− Threat to First Language?− Which Languages?− Which Subjects?− What Learner Competencies?− What Teacher Competencies?− Which Environments?− Which Variables?− Quality

The national contributions formed the basis for the comparative study on Content and Language Integrated Learning (CLIL) at School in Europe. Each contribution has the same structure with six main sections entitled as follows:

1) National terminology associated with the concept of CLIL2) Organisation and status of CLIL provision3) The qualifications and specialised training of teachers involved in CLIL4) Debate and ongoing reform5) Statistical data (optional)6) References (optional)

Contributions are available in English and, in the case of some countries, in French.

This booklet is about learning languages. It invites you to look at an approach which could be developed in your school which is called Content and Language Integrated Learning (CLIL). This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners.

1. The need for language support2. What do students need help with?2.1 The cognitive demands of lessons2.2 The language demands of lessons2.3 Deciding where to provide support3. Forms of support3.1 Teacher-talk3.2 Visuals3.3 Task design3.4 Forms of interaction3.5 Use of the L13.6 Learning strategies4. Forms of supportSummary

by Claudia Haagen-Schützenhöfer, Leopold MathelitschInstitute for Theoretical Physics, University of Graz, Austria

1. What is EMI?2. Physics taught in English – a means to “horrify” pupils even more?3. Physics taught in English – the “ultimate cure” for the Physics-crises?4. Physics taught in English – examples of EMI-lessons5. Empirical study - how does EMI influence practical lab-work?6. Conclusion